Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 34 Issue 2, September 1997
60 – 63
The Alberta Advisory Committee for Educational Studies (AACES)
Olive Chapman & A. Craig Loewen
This study investigated an open-ended, experiential, problem-solving inservice program (PSI), framed in a constructivist perspective of learning, and its effects on teachers’ thinking and teaching of mathematical problem-solving. Problem-solving was considered as a non-algorithmic process to solve non-routine mathematical problems, a process that requires high level mathematical thinking.
